INFLUENCE OF SUPERVISION ON TEACHERS EFFECTIVENESS AMONG PRIVATE SCHOOLS
ABSTRACT
The purpose of this study was to investigate the relationship between supervision and teacher effectiveness in some selected private secondary schools in Lagos State’s Alimosho Education District.
Sixteen private secondary schools were used out of a total of sixteen schools, and four research hypotheses were posed, focusing on supervision and teacher effectiveness, supervision and teacher effectiveness on student learning performance, and supervision and student learning performance in school.
One hundred and sixty (160) teachers were sampled at random from sixteen secondary schools, representing more than ten percent (10%) of the set. The study’s instrument is a questionnaire created by the researcher and validated by the researcher’s supervisor.
The researcher visited the school and distributed the questionnaire to the teachers. The average was used as the data statistical method for the research question, while the Chi-square was used to test the hypothesis. The investigation revealed that there was a high level of relationship between supervision and teacher effectiveness at the end of the study.
It was also discovered that when teachers are properly monitored, the best is obtained from them, which influences students’ learning performance. As a result, the researcher made some suggestions to the teachers, administrators, and government.
THE FIRST CHAPTER
INTRODUCTION
The Study’s Background
According to the National Policy on Education (NPE 2004), the success of any educational system is dependent on proper planning, effective supervision, administration, and adequate funding. As a result, since it is the focus of all established schools, there is a need for supervision in today’s educational system.
Despite increasing school enrollment, which accounts for approximately 20% of the country’s population, there has been no corresponding increase in school planning, administration, and control in Nigeria schools Akpa (1999).
As a result, this is the primary concern of educational administration, and it is here that supervision comes into play. Because the teaching force is currently underutilized, and the standard of performance is also low. This also suggests that the standard of supervisory practice is sub-optimal, Akpa (1999).
As stated in the National Policy on Education (2004 Edition), the responsibility for ensuring quality supervision in the educational system lies with the federal and state ministries of education, as well as the local Government Education Authority.
Section ‘116’ of the policy states that state ministries of education and Local Education Authorities, in collaboration with the federal inspectorate services, shall be responsible for the organization of supervision of all educational institutions.
The education industry requires checks and balances through regular and effective supervision in order to carry out its functions of developing quality human capital. The Federal Ministry of Education’s federal inspectorate service is directly responsible for quality control and standard maintenance in primary and secondary schools.
Unfortunately, both the state and federal inspectorate services have fallen short of expectations. This is due to the fact that they are dealing with a variety of issues and challenges. According to an Ogunu (2001) study, supervisors face a variety of challenges, including a lack of supervisors, insufficient funds, and a lack of transportation.
He also mentioned that 88 percent of respondents said that a lack of supervisors was a major constraint to school supervision. This inadequacy could be attributed to a lack of policy regarding the recruitment and deployment of supervisors.
Meanwhile, there is a need for supervisors of the appropriate caliber to carry out their responsibilities effectively. Wasanga (2004) proposed that supervisors should have good academic qualifications, specialized skills, and well-established staff development programs in order to keep up with changes in the education sector.
Education standards are constantly deteriorating, resulting in the production of low-quality output that is unable to contribute to societal development. Education stakeholders have blamed the falling standard on quality assurance agents (education supervisors).
The complaint is that schools are not routinely supervised and that the quality of supervisors is subpar. According to Ogunu (2001), the number of supervisors is insufficient, and many of them are unqualified and unaware of their responsibilities due to a lack of in-service training and workshops. As a result of these shortcomings, the quality of instruction has steadily deteriorated, as evidenced by poor performance of students in examinations and graduates in their workplaces.
As a result, there is a need for regular monitoring and evaluation of any set standards through supervision, whereby classroom teachers and school administrators are the actual determinants of existing quality in the system Olagboye (2004).
The current situation necessitates an increase in supervisory activities in the school, which is especially important given the scarcity of qualified supervisors, which has resulted in an unreasonably broad span of control as evident and seen in schools, particularly among private school teachers Okobia (1992). This is a concerning situation, especially given the number of untrained and unqualified teachers on the teaching staff.
This situation is unclear and must be resolved, necessitating the need for supervision and teacher effectiveness in order to improve the quality of education and revitalize the ailing educational system.
Statement of the Issue
The recent decline in educational quality in Nigeria has been a major source of concern for all, as it affects almost every aspect of life.
The teaching force is currently underutilized, and the standard of performance is also low, indicating that the standard of supervisory practices is suboptimal. akpa (1999) Onyia, educational supervisors are lax when it comes to monitoring and ensuring that teachers follow the established rules, unless some benefits are attached or they are required to submit reports by the authorities (2010).
As a result, the researcher intends to determine the extent to which regular monitoring and supervision can affect teachers’ effectiveness and performance, which in turn affects students’ academic performance and also improves the teaching and learning conditions within the school, as well as the overall effectiveness and efficiency of the school system.
The Study’s Purpose
As a result, the researcher intends to discover:
a. To what extent does supervision influence teachers’ effectiveness?
b. How much does a teacher’s effectiveness affect students and their learning performance?
c. How far can teachers be supervised in order to improve their performance?
d. How would school supervision improve teaching and learning conditions?
e. How would improved teacher performance and school efficiency increase school efficiency?
Research Issues
The following research questions will be raised during the course of this study:
a. Is there a link between teacher effectiveness and supervision?
b. Is there a link between supervisory roles and the resolution of teacher problems?
c. To what extent do supervision and teacher effectiveness influence students’ and teachers’ learning performance?
d. Is there a link between supervision and student learning performance in school?
Hypotheses for Research
a. There is no statistically significant link between supervision and teacher effectiveness.
b. There is no significant relationship between principals, inspectors, supervisory roles, and teachers’ problem-solving abilities.
c. Supervision and teacher effectiveness will have no effect on students’ and teachers’ learning performance.
d. There is no significant relationship between supervision and student learning performance in school.
The Study’s Importance
When this study is finished, the people listed below will benefit from it.
– Instructors
– The government
– Heads of schools/principals
– Psychotherapists
The study will demonstrate to school administrators, teachers, government, and counselors the importance of always supervising teachers and how it will improve school system effectiveness, because the success of any school in meeting its goals is dependent on its chief administrator, particularly his supervisory functions.
It will raise awareness that a study has been conducted in the area of teacher effectiveness and supervision, which will encourage teachers to put in more effort, follow rules and regulations, and accept any recommendations or corrections given to them in order to improve students’ learning performance.
The Study’s Scope
The study looked into supervision and teacher effectiveness among private school teachers in Lagos State’s Ikotun/Igando Local Government.
Term Definitions
Supervision
This is a method of advising, guiding, refreshing, encouraging improvement, and supervising specific groups in order to improve their performance. Supervision increases teachers’ effectiveness, allowing them to contribute the most to organizational pride and prestige. Madumere’s (2004).
Supervision at School
Is a continuous and ongoing guidance process based on frequent visits that focus attention on one or more aspects of the school and its organization. Musaazi (1982).
Effectiveness of Teachers
According to Medley (1982), it can be defined as student behavior and learning rather than teacher behavior.
An effective teacher must have the knowledge and skills required to achieve the goals, as well as the ability to apply that knowledge and skills appropriately if the goals are to be met. A medley (1982).
Learning Resources
These are the physical facilities provided by the school, which include the school buildings, school grounds and equipment, and classroom environments that aid in the stimulation of the teaching learning process. When adequate school facilities are provided, effective teaching and learning can occur.
Effectiveness
It is yielding a result. It emphasizes the actual production of or the ability to produce an effect.
Academic Achievement
This refers to the percentage of people who pass an exam.
Efficiency
This refers to the rate at which the educational system (school) can reduce waste in the form of dropouts, withdrawals, failure, and so on.
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INFLUENCE OF SUPERVISION ON TEACHERS EFFECTIVENESS AMONG PRIVATE SCHOOLS
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